After the unit about transformations, we had the students create a transformation journal to illustrate through pictures and words about the examples of each type of transformation. This was a summative assessment because it was a collection of the five different transformations. The assignment was introduced by leading the students in designing the rubric that their journals would be graded on. The following rubric is attached. This allowed the assignment to be student centered. After the instruction on each type of transformation, the students had a few days in class to gather pictures from provided magazines. This allowed students to ask questions about what examples were appropriate, etc.
There were examples from previous years that we showed as templates, but students were encouraged to be creative and design their journal in their own ways. As we encouraged this, there were a wide variety of journals that offered different perspectives of reflections, translations, dilations, rotations, and symmetry.
Overall, the students enjoyed the assessment. It allowed them to be creative and incorporate their own interests. Many of the students produced great journals that illustrated and explained what they learned from the unit. This assessment can be used as a writing piece for their portfolios as well because the assessment includes a letter to the teacher explaining what they learned about the meaning of transformations and how their journal shows that.
After the unit about transformations, we had the students create a transformation journal to illustrate through pictures and words about the examples of each type of transformation. This was a summative assessment because it was a collection of the five different transformations. The assignment was introduced by leading the students in designing the rubric that their journals would be graded on. The following rubric is attached. This allowed the assignment to be student centered. After the instruction on each type of transformation, the students had a few days in class to gather pictures from provided magazines. This allowed students to ask questions about what examples were appropriate, etc.
There were examples from previous years that we showed as templates, but students were encouraged to be creative and design their journal in their own ways. As we encouraged this, there were a wide variety of journals that offered different perspectives of reflections, translations, dilations, rotations, and symmetry.
Overall, the students enjoyed the assessment. It allowed them to be creative and incorporate their own interests. Many of the students produced great journals that illustrated and explained what they learned from the unit. This assessment can be used as a writing piece for their portfolios as well because the assessment includes a letter to the teacher explaining what they learned about the meaning of transformations and how their journal shows that.